Mathematics education research on algebra over the last two decades: quo vadis?
Algebra is a crucial component of mathematics education as it introduces learners to the mathematical world of modeling relationships and handling abstract quantities. The increasing volume of scholarly work in the field has been analyzed qualitatively in numerous systematic reviews—a quantitative b...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-08-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1211920/full |
| _version_ | 1797748829045391360 |
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| author | Joaquin Marc Veith Meeri-Liisa Beste Marco Kindervater Michel Krause Michael Straulino Franziska Greinert Philipp Bitzenbauer |
| author_facet | Joaquin Marc Veith Meeri-Liisa Beste Marco Kindervater Michel Krause Michael Straulino Franziska Greinert Philipp Bitzenbauer |
| author_sort | Joaquin Marc Veith |
| collection | DOAJ |
| description | Algebra is a crucial component of mathematics education as it introduces learners to the mathematical world of modeling relationships and handling abstract quantities. The increasing volume of scholarly work in the field has been analyzed qualitatively in numerous systematic reviews—a quantitative breakdown of the field, however, remains a desideratum to date. With this study we contribute to closing this gap by reporting on the results of a bibliometric analysis. We retrieved data from Scopus and Web of Science databases and analyzed 1,825 articles published between 2003 and 2022. On the one hand, we provide insight into the current state of algebra education from primary up to tertiary education by describing the scientific production and its bibliographic topography. On the other hand, we analyzed the data to identify trends and future directions. The results of our study indicate, among other aspects, that APOS Theory and Realistic Mathematics Education are emerging themes in the field that have great potential to shape future research. |
| first_indexed | 2024-03-12T16:10:28Z |
| format | Article |
| id | doaj.art-6ce764b25ff24072886add79ef781bec |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-12T16:10:28Z |
| publishDate | 2023-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-6ce764b25ff24072886add79ef781bec2023-08-09T13:44:11ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-08-01810.3389/feduc.2023.12119201211920Mathematics education research on algebra over the last two decades: quo vadis?Joaquin Marc Veith0Meeri-Liisa Beste1Marco Kindervater2Michel Krause3Michael Straulino4Franziska Greinert5Philipp Bitzenbauer6Institut für Mathematik und Angewandte Informatik, Stiftung Universität Hildesheim, Hildesheim, GermanyInstitut für Mathematik und Angewandte Informatik, Stiftung Universität Hildesheim, Hildesheim, GermanyInstitut für Mathematik und Angewandte Informatik, Stiftung Universität Hildesheim, Hildesheim, GermanyInstitut für Mathematik und Angewandte Informatik, Stiftung Universität Hildesheim, Hildesheim, GermanyProfessur für Didaktik der Physik, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, GermanyInstitut für Fachdidaktik der Naturwissenschaften, Technische Universität Braunschweig, Braunschweig, GermanyProfessur für Didaktik der Physik, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, GermanyAlgebra is a crucial component of mathematics education as it introduces learners to the mathematical world of modeling relationships and handling abstract quantities. The increasing volume of scholarly work in the field has been analyzed qualitatively in numerous systematic reviews—a quantitative breakdown of the field, however, remains a desideratum to date. With this study we contribute to closing this gap by reporting on the results of a bibliometric analysis. We retrieved data from Scopus and Web of Science databases and analyzed 1,825 articles published between 2003 and 2022. On the one hand, we provide insight into the current state of algebra education from primary up to tertiary education by describing the scientific production and its bibliographic topography. On the other hand, we analyzed the data to identify trends and future directions. The results of our study indicate, among other aspects, that APOS Theory and Realistic Mathematics Education are emerging themes in the field that have great potential to shape future research.https://www.frontiersin.org/articles/10.3389/feduc.2023.1211920/fullalgebrabibliometric analysismathematics educationRealistic Mathematics EducationAPOS |
| spellingShingle | Joaquin Marc Veith Meeri-Liisa Beste Marco Kindervater Michel Krause Michael Straulino Franziska Greinert Philipp Bitzenbauer Mathematics education research on algebra over the last two decades: quo vadis? Frontiers in Education algebra bibliometric analysis mathematics education Realistic Mathematics Education APOS |
| title | Mathematics education research on algebra over the last two decades: quo vadis? |
| title_full | Mathematics education research on algebra over the last two decades: quo vadis? |
| title_fullStr | Mathematics education research on algebra over the last two decades: quo vadis? |
| title_full_unstemmed | Mathematics education research on algebra over the last two decades: quo vadis? |
| title_short | Mathematics education research on algebra over the last two decades: quo vadis? |
| title_sort | mathematics education research on algebra over the last two decades quo vadis |
| topic | algebra bibliometric analysis mathematics education Realistic Mathematics Education APOS |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1211920/full |
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